Transcript How do we take account of informal learning

e-Portfolio Reference Model
Locating informal services in the e-Framework
Peter Rees Jones JISC-CETIS
e-Portfolio Feasibility Study
V1 2006 07 18 PRJ
Formative use of Course Entry
Profiles for the Personal Statement:
Either
Progress to
Application
(IAG)
WS 3
evidence
claims
WS 4
comments
/Reference
Decision
Or
Repeat Loop
Text
The Personal Statement Service Loop Pattern
WS 2
Person
Profile
WS 1
Select
Entry
Profile
Course Entry Profile
Web Service 1
Course entry
requirement
Course entry
requirement
Integrative
statement
Text
WS 1 calls the entry
profile for a particular
course at a particular
HEI into a blank
Structured Personal
Statement
Student Personal ePortfolio
Presentational ePortfolio
Formative use of Course Entry
Profiles for the Personal Statement:
Either
Progress to
Application
(IAG)
WS 3
evidence
claims
WS 2 helps me link
assertions and
activities to evidence
in my e-P to create a
Personal Profile in
terms of the entry
requirements
WS 4
comments
/Reference
Decision
Or
Repeat Loop
Text
The Personal Statement Service Loop Pattern
WS 2
Person
Profile
Text
WS 1
Select
Entry
Profile
Course Entry Profile
Student Personal ePortfolio
Web Service 1
Course entry
requirement
Course entry
requirement
Integrative
statement
WS 2
Presentational ePortfolio
Assertion
Activity
Assertion
Activity
Self evaluation
Formative use of Course Entry
Profiles for the Personal Statement:
Either
Progress to
Application
(IAG)
WS 3
evidence
claims
WS 4
comments
/Reference
Decision
Or
Repeat Loop
Text
The Personal Statement Service Loop Pattern
WS 2
Person
Profile
Text
WS 3 helps me link
assertions and
activities to evidence
in my e-P such as a
section of a project
WS 1
Select
Entry
Profile
Course Entry Profile
Student Personal ePortfolio
Web Service 1
Course entry
requirement
Course entry
requirement
Integrative
statement
WS 2
Presentational ePortfolio
Assertion
Activity
Assertion
Activity
Self evaluation
Web Service 3
Evidence
Formative use of Course Entry
Profiles for the Personal Statement:
Either
Progress to
Application
(IAG)
WS 3
evidence
claims
WS 4 allows my adviser to
formatively assess the
statement and give me
feedback. I repeat the
process to make a formal
application to this course.
WS 4
comments
/Reference
Decision
Or
Repeat Loop
Text
The Personal Statement Service Loop Pattern
WS 2
Person
Profile
Text
WS 1
Select
Entry
Profile
Course Entry Profile
Course entry
requirement
Many potential applicants
use informal services like
MSN or Bebo to work
through issues with friends.
Initiatives like Nagty begin to
formalise these patterns
Student Personal ePortfolio
Web Service 1
Course entry
requirement
Integrative
statement
WS 2
Web Service 3
Presentational ePortfolio
Assertion
Activity
Assertion
Activity
Evidence
Self evaluation
Student
Reference
Testimonial
Web Service 4
Evaluation
Advisor / Referee
Service Use Case for UCAS
HEICentralised
CentralisedeeHEI
Admissions
Admissions
UCAS Business Process (WS iii is identical to stage 4 of the Personal Profiling Service)
1
Submit Formal
Application,
Reference &
qualifications
Apply
weightings to
qualifications
Filter by
qualifications
WS i
WS ii
First cycle:
Formative development
of Personal Statement
WS 1 - 4
Decision
Decision
WS iii
5
Offer Place
WS iii
Formative
Assessment
of Personal
Statement
A
Text
Summative
Assessment of
Shortlist Personal Profile
3
Text
2
4
Reject
Reject
WS iii
WS iv
Formative
Feedback on
Personal
Statement
Student
accepts
WS iv
WS iv
Decision
WS v
(IAG)
WS 4
Text
WS v
Diagnostic
Feedback on
Personal
Statement
(IAG)
WS 4
B
Feedback cycle
WS 1 – 4 Formative review
of Personal Statement in
light of assessment
Text
C
Induction
Cycle WS 1 – 4
Text
Formative refactoring of
Personal Statement in light of
assessment
Text
e-Portfolio service flow conclusions
•
•
•
•
•
The service flows cross between e-Learning, and eAdministration
There is a strong analogy or identity with standard
assessment patterns
The data generated are potentially of use for feedback
to individuals for personal development, for quality
assurance by managers and for Research
By quantifying common patterns underlying service
designs we quantify domains in which evidence of
impact may be sought
Mapping the formal educative processes provided to
support transitions reveals the growing importance of
the social software applicants co-opt to support
themselves.
Thin e-Portfolio for
Specialised 14 – 19 Diplomas
ACTION
SEQUENCE
School
Repository
APPLICATION
TO HE
SERVICE
FLOW
e-Portfolio
Engine
1.
IAG Service
2.
Discovery Service
College
Repository
Dialogues
Pathway
XCRI
Rubric
Repository
Reflections
3.
Profiling Service
Workplace
HR
System
4.
Personal
Statements
IAG Service
5.
UCAS APPLY
Neither the services consuming and producing
information nor the repositories storing that information
need to be contained within an e-Portfolio system.
Implications
• Thin e-Portfolio exploits the opportunities and economies
that Web 2.0 promises
• But Web 2.0 will require most learners to develop the
kind of capability currently held by a minority of elite
learners
• The use of e-Portfolio to make application to University
or a first job may become key to an individual’s career
prospects
• Is e-Portfolio the scaffolding that all learners will require
to develop their role as citizens within a knowledge
economy?
• There is a need to develop a new generation of practice
enabling all types of people to exploit the opportunities
that Web 2.0 opens out for themselves and society.